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The aim of the study was to investigate types of corrective feedback the teacher provided in dialogue journal. A total of 20 learners taking Writing 2 Course were classified by English proficiency level into two groups. They were Elementary and Intermediate. The qualitative method was largely employed to understand the phenomenon, and some quantification of data was also used to describe the numbers and percentages of the learners’ errors and the provided corrective feedback. The findings showed that the teacher applied explicit, elicitation, metalinguistic, and clarification corrective feedback (CF) to help the learners correct their errors in dialogue journal writings. Explicit and metalinguistic CF was the most frequently used CF subsequently, but explicit was a corrective feedback type that led to the most amount of learners’ uptake. Based on the findings, it can be concluded that explicit CF was effective and successful to generate learners' uptake. However, this result contradicts several studies which reported that explicit CF was rather ineffective in generating learners’ uptake.

An Analysis of Teacher's Corrective Feedback and Learners' Uptake In Dialogue Journal